Mental Health First Aid Experiences: A Qualitative Investigation into the Emotional Impact of Mental Health First Aid Responsibilities

Cook, Amy; Keyte, Rebecca; Sprawson, Isabella; Matharu, Amrita; Mantzios, Michail

doi:10.21203/rs.3.rs-1393314/v1

Cited by 5 publications

(3 citation statements)

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“…Some findings of this study are in line with some MHFA training outcomes reported in the literature, such as the improvement of students’ awareness, knowledge, and literacy about mental health, as well as the development of empowerment to act ( 13–16 , 19 , 23 , 24 ). Yet, those aspects were secondary in the participants narratives and the three axes – personal, student and professional – structuring the experience of MHFA training of these healthcare students go beyond the sole improvement of skills, knowledge, and awareness, and draw original insights for this specific population.…”

Section: Discussionsupporting

confidence: 89%

“…Several qualitative studies have explored the lived experience and perception of the course participants. For the general population, these studies came from Australia ( 17 , 18 ), United Kingdom ( 19 ) and Sweden ( 20 ) exploring mostly through semi-structured interviews the impact and outcomes of the two-day MHFA training. Their results highlighted the increased confidence, helping experiences and empathy of the participants as well as a sense of responsibility and more concerns about their own well-being.…”

Section: Introductionmentioning

confidence: 99%

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Mental health first aid training among healthcare French students: a qualitative study

Sibeoni,

Ellul,

Bubola

et al. 2023

Front. Med.

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BackgroundHealthcare students are a population more at risk for mental health issues, especially anxiety, depression, and suicidal thoughts. The health faculty of Université Paris Cité in France, Paris has implemented a Mental Health First Aid (MHFA) course aiming to improve students’ mental health literacy, self-care and peer-support and to decrease stigma about mental illness. We conducted a qualitative study exploring the lived experience of this MHFA training course among healthcare students so to better assess its implementation within this specific context and population.MethodsThis qualitative study used the five-stage inductive process to analyze the structure of lived experience (IPSE) approach. All the healthcare students that had completed the 2-day MHFA training were approached to participate. Data was collected through individual semi-structured interviews and inclusion continued until data saturation was reached. Data analysis was based on an inductive, descriptive, and structuring procedure to determine the structure of lived experience characterized by the central axes of experience.ResultsTwenty students were included. Data analysis produced a common structure of lived experience based on three central axes of experience, (1) a personal experience, (2) a student experience and (3) a professional experience. The participants all experienced this course intertwined within these 3 axes. Their motivation to take the course was personal -being of feeling concerned by the topic-, was study-oriented – to learn and revise psychiatry- and was professional – so to develop both practical and soft skills. In their personal experience, participants reported a transformative experience and some interventions with friends and family, while both in their student and professional experience, they felt frustrated with both the content and the form of the course.ConclusionThe results reported similar outcomes reported in the literature about skills, knowledge, and awareness; but mostly produce original avenues about how to better adapt such course to this specific population so to better address students’ expectations and mental health issues. This MHFA course -with an adapted content addressing eating disorders, self-mutilations and sexual and gender-based violence – could be part of the early curriculum of healthcare students. The latter could then benefit from a level 2/advanced MHFA course years later specifically tailored for healthcare professionals.

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Section: Discussionsupporting

confidence: 89%

Section: Introductionmentioning

confidence: 99%

Mental health first aid training among healthcare French students: a qualitative study

Sibeoni,

Ellul,

Bubola

et al. 2023

Front. Med.

View full text Add to dashboard Cite

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“…The evaluation does not have the scope to measure the participants implementation of the training and does not capture confidence and knowledge increases as they occur in practice [7]. Additionally, it must be noted that the statistics captured within this evaluation can be in relation to the instructor.…”

Section: Action Cycle 3: Development and Delivery Of Training Programmementioning

confidence: 99%

Mental and Emotional Health within the Context of Further Education – The Role of Transformational Training

Ford¹

2023

IJCDSE

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This is a small-scale action research project, conducted between 2019-2022, undertaken at a College of Further Education. The college is in the Southwest of England and has undergone a significant transformation to include four campuses, spanning a large geographical area. The college offers apprenticeships, full and part-time programmes, and an outstanding SEND provision for students aged between 14-19. The selection of topics for the study arose from a pressing need for policy change across the FE sector, to meet the increasing needs of student mental and emotional health. As an Advanced Practitioner in mental health and wellbeing, I was able to immerse myself in the context of FE change agency and develop an impact training model to begin to achieve this goal, within a realistic and natural timeframe for FE, providing desirable clarity to the sector. The study predominantly utilises qualitative research methodology in accordance with my alignment to constructivism as a theoretical framework. However, quantitative descriptive statistics are included to provide holistic depth and insight into the rich descriptions provided. This mixed-method approach ensured a demonstration of impact and progress, specifically the confidence and knowledge of FE staff. Thematic analysis allows for the experiences of staff undertaking the training model within the setting to be contextualised and to explore to which FE roles mental and emotional health support should belong. This enables the prescribing of key elements that a whole college approach should incorporate. A diverse range of both pastoral and academic staff demonstrated, via the means of interviews and a focus group, that their significant belief was that mental and emotional health support in FE cannot and should not solely be the role of designated pastoral staff. This research concludes with significant and original recommendations to other FE institutions wishing to embed educationbased mental health support and a MHL role. Additionally, this research provides working examples and recommendations for the transferability of a training model to instill a whole college approach to mental and emotional health.

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Resilience Strategies for Higher Education Institutions

Nyakotyo,

Goronga

2024

Rebuilding Higher Education Systems Impacted by Crises

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This chapter explores the various resilience strategies employed by higher education institutions to navigate challenges and thrive in an ever-changing landscape. It interrogates approaches that institutions adopt to build resilience in the face of adversity. The chapter outlines the importance of resilience in higher education, emphasising the need for institutions to anticipate and respond to disruptions. It discusses challenges to building resilience in higher education institutions. Furthermore, the chapter explores the socio-political resilience of higher education institutions, addressing diversity and inclusion, student support, and community engagement. It also examines the role of leadership in fostering resilience, emphasising the significance of visionary leadership and transparent communication. Overall, the chapter provides a comprehensive understanding of the multifaceted resilience strategies that enable higher education institutions to thrive in a rapidly evolving environment.

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Mental Health First Aid Experiences: A Qualitative Investigation into the Emotional Impact of Mental Health First Aid Responsibilities

Cited by 5 publications

References 0 publications

Mental health first aid training among healthcare French students: a qualitative study

Mental health first aid training among healthcare French students: a qualitative study

Mental and Emotional Health within the Context of Further Education – The Role of Transformational Training

Resilience Strategies for Higher Education Institutions

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